Reflections, notes and miscellaneous items about the application of information technology to the teaching and learning process. I'm solely responsible for the opinions and ideas here which do not necessarily reflect those of my employer, the University of Wisconsin-Madison. (But I hope most do...)

The publication interestingly explains the difference between media in education and media literacy education:

Teachers have always used texts, now including audiovisual and digital material, to convey facts and information. From time to time, the school is also a venue for entertainment, as when a film is screened to reward the class. These activities, however, are not media literacy education. Rather than transforming the media material in question, they use that content for essentially the same purposes for which it originally was intended— to instruct or to entertain. In many or even most cases, of course, these uses of media will not have significant copyright implications, either because the content in question has been licensed or because it is covered by one of the specific exemptions for teachers in Sections 110(1) and (2) of the Copyright Act (for “face-to-face” in the classroom and equivalent distance practices in distance education).

Teachers involved in media literacy education may, of course, sometimes make use of licensed materials or take advantage of the provisions of Section 110. But this guide addresses another set of issues: the transformative uses of copyright materials in media literacy education that can flourish only with a robust understanding of fair use.

Perhaps this resource is a bit lengthier than I would like, but really, is there anyone who can break down the fair use doctrine of copyright law in less than a few pages?